Jax Wechsler - Neuro-Science and Design Research

Neuroscience is an interdisciplinary field focused on the brain, and its impact on how people think and act in the world. Design research is also interested in human thinking and behaviour and can learn a lot from neuroscience. Hear some design research tips and tricks inspired by the field of Neuroscience.

Transcript

1. Jax Wechsler | UX Australia Design Research Conference 2022 

   Sticky Design Studio | jax@stickydesignstudio.com.au
   Neuroscience
   & Design Research
   Photo by Moritz Kindler on Unsplash
   

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2. My Sweet Spot!
   

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4. Topics we will cover
   • Neuroscience, Body & Mind
   
   • Polyvegal Theory, Cognition & Behaviour
   
   • Co-regulation & Embodied Self-Awareness
   
   • Strengths, Visioning & Change
   
   • Re
   fl
   ective Practice & Learning
   
   • Creative Cognition
   Photo by John Anvik on Unsplash
   

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5. BEING
   BEING DOING
   IMPLICATIONS 

   FOR DESIGN
   PRACTICE
   THEORY
   

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6. Acknowledgements
   Standing on the shoulders of giants
   •Stephen Porges
   
   
   •Deb Dana
   
   
   •Amanda Blake
   
   
   •Alan Fogel
   
   
   •Ann Betz
   
   
   •Richard Boyatsis
   
   
   •Coaches Rising
   

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7. Neuroscience
   any or all of the sciences which deal
   with the structure or function of the
   nervous system and brain.

   

   

   

   

   Photo by Fabio Santaniello Bruun on Unsplash
   

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8. Photo by Fabio Santaniello Bruun on Unsplash
   Neuroscience is a young science,
   
   and is evolving very quickly!!!
   Neuroscience
   any or all of the sciences which deal
   with the structure or function of the
   nervous system and brain.

   

   

   

   

   Science is just one of many ways of knowing
   

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9. Nervous System
   The network of nerve cells and
   fi
   bres which
   transmits nerve impulses between parts of the
   body.
   
   We all have a nervous system. That’s the
   foundation of our thoughts, feelings, beliefs, and
   behaviours. 

   

   

   

   

   Photo by Raphael Schaller on Unsplash
   

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10. Descartes
    Cogito, ergo sum
    

    ’I think therefore I am’
    

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11. Descartes
    But actually….
    Cogito, ergo sum
    

    ’I think therefore I am’
    

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12. 

    The brain and body are
    inseparably interwoven via
    the nervous system.
    

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13. 

    Intelligence & Consciousness
    

    is distributed throughout the body
    

    The brain and body are
    inseparably interwoven via
    the nervous system.
    

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14. Polyvegal Theory,
    Cognition & Behaviour

    

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15. “The nervous system
    is at the heart of our
    lived experience.”
    

    - Deb Dana
    

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17. Polyvegal Theory : Neuroception
    “Internal Surveillance System” - Deb Dana
    INNER
    
    WORLD
    OUTER
    
    WORLD
    BETWEEN
    
    RELATIONSHIPS
    Neurological mechanisms involved in perceptions of safety, danger or life threat
    Adapted from the work of Stephen Porges & Deb Dana
    

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18. AUTONOMIC NERVOUS
    SYSTEM
    Polyvegal Theory : Hierarchy
    

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19. AUTONOMIC NERVOUS
    SYSTEM
    Polyvegal Theory : Hierarchy
    SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Mobilisation
    SYMPATHETIC
    

    NERVOUS SYSTEM
    >> FIGHT/FLIGHT<<
    

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20. AUTONOMIC NERVOUS
    SYSTEM
    Polyvegal Theory : Hierarchy
    PARA-SYMPATHETIC
    

    NERVOUS SYSTEM
    SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Mobilisation
    SYMPATHETIC
    

    NERVOUS SYSTEM
    >> FIGHT/FLIGHT<<
    

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21. AUTONOMIC NERVOUS
    SYSTEM
    Polyvegal Theory : Hierarchy
    PARA-SYMPATHETIC
    

    NERVOUS SYSTEM
    PARA-SYMPATHETIC
    

    NERVOUS SYSTEM
    SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Mobilisation
    SYMPATHETIC
    

    NERVOUS SYSTEM
    >> FIGHT/FLIGHT<<
    

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22. AUTONOMIC NERVOUS
    SYSTEM
    Polyvegal Theory : Hierarchy
    DORSAL VAGUS
    System of Immobilisation
    PARA-SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Immobilisation
    >>FREEZE<<
    DORSAL VAGUS
    SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Mobilisation
    SYMPATHETIC
    

    NERVOUS SYSTEM
    >> FIGHT/FLIGHT<<
    

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23. AUTONOMIC NERVOUS
    SYSTEM
    Polyvegal Theory : Hierarchy
    PARA-SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Immobilisation
    >>FREEZE<<
    DORSAL VAGUS
    SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Mobilisation
    SYMPATHETIC
    

    NERVOUS SYSTEM
    >> FIGHT/FLIGHT<<
    

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24. AUTONOMIC NERVOUS
    SYSTEM
    System of Connection
    System of Mobilisation
    Polyvegal Theory : Hierarchy
    PARA-SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Mobilisation
    System of Immobilisation
    >>FREEZE<<
    DORSAL VAGUS
    VENTRAL VAGUS
    >>SAFETY<<
    SYMPATHETIC
    

    NERVOUS SYSTEM
    System of Mobilisation
    SYMPATHETIC
    

    NERVOUS SYSTEM
    >> FIGHT/FLIGHT<<
    

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25. System of Connection
    System of Immobilisation
    >>FREEZE<<
    DORSAL VAGUS
    VENTRAL VAGUS
    >>SAFETY<<
    SYMPATHETIC
    

    NERVOUS SYSTEM
    AUTONOMIC NERVOUS
    SYSTEM
    PARA-SYMPATHETIC
    

    NERVOUS SYSTEM
    SYMPATHETIC
    

    NERVOUS SYSTEM
    VENTRAL VAGUS
    DORSAL VAGUS
    System of Safety + Connection
    System of Mobilisation
    System of Immobilisation
    SAFETY Health, growth, re
    PROTECTION through ac
    PROTECTION through d
    ADAPTED from Deb Dana
    System of Mobilisation
    HYPO - AROUSAL
    HYPER - AROUSAL
    Polyvegal Theory : Hierarchy
    SYMPATHETIC
    

    NERVOUS SYSTEM
    >> FIGHT/FLIGHT<<
    

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26. States of dis-regulation
    DORSAL VAGUS
    SYMPATHETIC
    

    NERVOUS SYSTEM
    

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27. CONNECT PROTECT
    Disregulation :
    fi
    ght/
    fl
    ight or freeze
    Regulation : homeostasis
    

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28. Neurobiology of Disregulation
    

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30. Implications for Design Research
    • When we perceive threat, our nervous systems gets disregulated. 

    We show physical signs - you can notice this in self and others
    
    • People who have experienced trauma may perceive threat often and
    easily fall into disregulated states impacting their cognition.
    
    • When we perceive threat and are in disregulated states, our cognitive
    capacity, creativity and ability to work and be together is negatively
    impacted
    
    • Feeling safe is important for how we relate and how we think
    

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31. What if your neurophysiology could
    support safety and connection in
    others?
    

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32. Co-regulation &

    Embodied Awareness
    

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33. “Micro-moment to micro-moment, below the level of
    our conscious awareness, we are continuously
    broadcasting to the world our nervous system’s state,
    all the time, and other nervous systems are picking it
    up. We are then receiving from the biology of the
    people around us these messages, again below the
    level of awareness.”
    

    

    - Deb Dana
    

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34. We are linked

    Nervous System to Nervous System
    Our Nervous systems co-regulate.
    

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35. Embodied awareness allows us
    to respond creatively and
    responsibly in the moment.
    Self-awareness is embodied
    

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36. Photo by Patrick Fore on Unsplash
    Embodied self-awareness
    is a journey….
    

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37. Manage your own 

    embodied response
    > Try slowing your breathing down,
    
    > Try speaking slowly
    
    > Speak in a gentle calm, voice
    
    

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38. Meeting distress
    You can help someone move through anxiety and come back
    to the present moment by inviting them to
    
    (1) feel their in and out-breath
    
    (2) name some objects in the room
    
    (2) wiggle and feel their toes
    
    (4) name 3 things they are hearing
    

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39. You help regulate the
    bodies of those around you!
    

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40. What I am sensing in my body? 

    What state is my nervous system in?
    

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41. Implications for Design Research
    • A regulated nervous system enables creativity and higher level thinking
    
    • Being in a regulated state, can in
    fl
    uence others bringing them into a regulated
    state too.
    
    • Don’t freak out if someone else is in a disreglated states. Bring your self into
    regulation.
    
    • In work and in play, it is good to become familiar with your own autonomic
    states and
    fi
    nd ways to bring yourself back into regulation eg Taking deep
    breaths, Feeling into the sensations of your body.
    

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42. Neuroscience, 

    Visioning & Change 

    

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43. Activating openness to change
    - Richard Boyatsis
    Vision
    Relationships
    Strengths
    

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44. Positive 

    Emotional Attractors (PEA)
    

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45. Negative 

    Emotional Attractors (NEA)
    

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46. Appreciative Inquiry
    Being strengths based
    

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47. Visioning practices
    

    
    
    Photos from Social Design Sydney Co-Design Workshop with Liz Sanders in 2018
    

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48. Implications for Design Research
    • Do not begin a project focused on the problems if you want to seed change.
    
    • Incorporate visioning exercises into your stakeholder and participant
    engagement. Co-design and making are playful ways to envision.
    
    • Focus on strengths - Consider Appreciative Inquiry as a strength based
    research approach for interviews and workshops.
    
    • Creating visions for the future stimulates creativity and openness for change
    
    • Make sure you keep returning to the vision!
    

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49. Reflective Practice 

    & Learning
    

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50. Learning is Neuroplasticity
    The brain's ability to change and adapt as a
    result of experience.
    
    Learning builds on and changes existing
    neural networks.
    
    Learning requires practice through
    strengthening of new neural pathways.
    

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51. Learning only occurs when a learner can execute all four
    stages of the model.
    
    Requires re
    fl
    ective practice.
    
    Kolb’s Learning Cycle
    

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52. 

    Re
    fl
    ective Practice
    Donald Schon
    • Donald Schon. The Re
    fl
    ective Practitioner
    • Re
    fl
    ection-on-action is re
    fl
    ected after a particular
    incident/situation, we analyse, review, and evaluate
    
    • Re
    fl
    ection-in-action re
    fl
    ects on the behaviour that
    happens
    
    • Knowing in action - tacit knowledge
    

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53. Re
    fl
    ection-on-action
    Re
    fl
    ection-in-action
    knowing in action
    

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54. What have I learned today?
    

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55. Rest and Space
    The brain needs spacing. It needs time
    to process and re
    fl
    ect on learning.
    
    The value of rest and daydreaming for
    learning and cognition is can not be
    underestimated.
    

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56. Default and Task 

    Mode Networks
    Two ways of thinking
    Two networks in the brain
    

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57. Default Mode Network
    • Di
    ff
    use attention, this is what the brain does
    at rest.
    
    • Appears to be the default mode of the brain
    when we’re not engaged in the world out
    there.
    
    • Higher creativity and openness to new ideas
    
    • The background network that helps us
    understand ourselves and others
    
    • Helps us be wise
    

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58. Emotion & Learning
    Learning is strengthened with it occurs
    in the presence of strong emotion.
    
    

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59. How might you stimulate
    emotion when sharing your
    research to encourage learning?
    

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60. • Create time for re
    fl
    ection about your practice alone and with your
    team - turn it into a ritual
    
    • Create spaces in your research process for rest - engineer space
    between tasks for people to be in the Default Mode Network
    
    • Appeal to emotion when presenting your research as it stimulates
    learning
    Implications for Design Research
    

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61. Creative Cognition 

    

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62. 6 Keys for 

    Creative Cognition
    • (Trust & Safety)
    
    • Listening
    
    • Humour & Play
    
    • Trust
    
    • Novelty
    
    • Externalisation
    
    •
    

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63. Listening
    encourages creativity in others
    

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64. Humour & Play
    • Stimulates learning, creativity & cognition
    
    • ‘Connect’ not ‘protect’ mode
    
    • Positive Emotional Attractors
    
    

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65. Externalisation
    • Expands cognition
    
    • Encourages learning
    
    • Supports communication &
    collaboration
    

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67. Novelty
    • Stimulates Learning
    
    • Positive emotional Attractors
    
    • Creativity, collaboration and problem
    solving
    

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68. Generative Design Research
    Visioning, play, novelty, externalisation
    SRC: Liz Sanders
    

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69. Implications for Design Research
    • Ensure people feel safe
    
    • Ensure people feel heard : this encourages creative thinking
    
    • Consider utilising objects and making to extend cognition and increase
    creativity and problem solving capacity
    
    • When designing generative design research activities and workshops (co-
    design) consider using novelty, play, humour, externalisation to encourage
    creativity
    

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70. Cultivate Your

    Self-Awareness
    

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71. Your presence and self awareness is important for
    Design Research and for your life! 

    

    A pathway to self awareness is through your body.
    • Can become present in the moment
    
    • Notice states of dis-regulation in yourself and others
    
    • Enhance connection with others
    
    • Create safety through co-regulation
    
    • Increase our presence in the moment
    
    • Respond (!) and pivot in the moment
    

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72. When we work through the body we engage with the
    fundamental life energy that animates and shapes
    who we are. When we connect with this core energy
    we contact a vast reservoir of wisdom, compassion,
    and intelligence that we’ve neglected. “
    
    - Richard Strozzi-Heckler
    “
    

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73. Thanks!
    Jax Wechsler
    jax@stickydesignstudio.com.au | @jacwex
    https://www.linkedin.com/in/jacquelinewechsler/
    

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